this taderstandilng. 81sa only mwe school ia lrosrd Comrty hss a gp1*
*ae deparate t, the lhorena Mrot do a big job. The grat need to
arn sere interest iAn hs a oo planning ftems the basil for this study,

io A >RlAsMantia & Good homeroom organisation Is Indispensable
to artioalatsa of the prog f st the school
aoresa activities should be planned.
The ha9wroc progr should fit the local attuation.
Th haoweroom ponasr should be oareftly c hosen
LTh h-ra progr er t i tpartant part of the oqordniatd
gwideee prqmpnr .
All hemkma as should he objoetiws.
Bfa howrsa teacher should eUlarly u~tndrnd the oharotr
Itlae orf good bhoetro. prog.rea

PlMaita.tioan t g S A Igveataft
Ths study 18s aited to the Negro S!*ondary Schools of troard
Coatty, Florida.
ts6 as2tuy is further limited to th how room within the
oMertdry siohools of Srewrd Comty, rlorida.

qktm The proiedun of omtferriag with group rather
ttns with a Sadisrdual, aud tea the pi*oblas lawntw hrv elmamts
samaa to perss pwes4te a that diseustoA is hblpf l ra vrrivTlag at
desdtase or is preparing ar twr fsolaaehg

Book owt, M 9 a

ilL aMa

6

Artiat~ r.Th deper of rlatisship nag the different
eusrrulrsst orfel betaee thi owriatMlM and tihn audent etivirtie
and provtaas for pupil golden, or the extent to whieh the various
lewls of the o eflatial system re as o lntrn lad ua to prrovde for
onmtin Mesod toe prldar f of gr o ppils with a males of etffloteaq
and a tin ato repetitla.

Thws ass- to be a gret desio e the part of teaoher to giw
u ldmeI, and any of the guidnooe services a bag eigmphasis hPe ro
glrop activitis in the homrons. Tm 7 pthe ae of this sae It is
reoogpin d when it is ntrala d that ors ethan half of the sOoe dary
wshoole In the flted states set t he homeroa progr Iny authors
han writtum a the haorou nd its rUlationhip to guidance ad thes
authors haw attptEd to stablish bast reason for fo illur of the

8
Objeotiws are oena to any oreaisation and in order to provide
dirastion for any nit or group, there amst be objeotwivs According to
Mel 3 objeStiws for the homeroom ay sumed up in four main headings.
hese headings ephasised stuaent-teaoher relationship, pupil guidance,

attributes of itimaship, and adaintstrativ functions
Sine the homeroo is somtims thought of a the c nter of the
uidanee prqgra, it is essential that planning and organisation lad
themselws eaaly to that activity. In ordr to maintala balance nl

msbership, it is advisable to hav in eahs homeroom boys and girls with
a wide distribution of ability.

In comparing the hoeroam plan o organisation with the teacher
type plan stranm stated.
The hmrooaa organiatioM and planing differ from the
subjetateacher rgamisation in being less loosely re
latd or eaumeated with aoadeaie institutions, omerooms
wre related to restore guidance dsvlopmnt of slader.
ship and self-wepression. The teacher must be convined
of values There mut bo understanding. There aust be
sufficient tim to work."

Studies concerning the troubles of the homeroom ea be found in

mWnr instance, MeCork3e and O'a reported a study made from the
teachers' point of view ad the cmolusion wa that many homroom teachers
ae troubled by the consequence of inadequate administration polices,
and p p po alnning on the part of the teacher.

a ~ppg. 179 iaO.
th Stin, Deto ?cv h t a frsolsst as sa (New Toht

5 McOorkle and O'Dea, m. aiX. p. 2LY.

9
t ho baromw plays a s lportant part in the guidano wori of ti
smeol. Ina the bowra m there will arise probles in planning.
vr6U has gi vn a nrtaer of problems w dah may be Invrold in

planting hemroom,. using fnl heading he b* olsif tes tasp (1) *sti
dent, (2) teacher, (3) timu ad perod, (t) spies and .quplamat,
($) e-ordtlation and ainislatraton.
aleit7 wSde as Interesting exprimeat in a junior high oshool of
Isatolair, lew Jersey It occurred to hir that student alght be harbor
iag r~ nte nts and Irrtations abut school istters. The griD a
sniht be doitortIon of ta.ts, and it brought out into the openi m ols d rb
nsilUy righted. HI orlginted In his bhoroUas partod iawrO Ua the
gripe* ass in. It was oen*mted that this msson 1s valuable to both
pupils ad teaobhr In bring t the aot prae o problas
Ila hbmenro planning, t teachers tt do De on In as wngimrned
fhtma and studies show that so many tU t teacher fail to include
*Jeoetivs.
Umse8 In his report of ten hew&ro- proved what aould be do
rwhe the obje stiw are knowa The inreapsIs was Soob s a
prore servd to encourwest t istndivid~ality and Sgve the teacher
the Wpportmity for rmmdlal aid in pupil probls.

Drnamor and nll9 have pointed out four major iguidane objese
tin of the hammms an pplemnted by tuth other local emphasi as ay
see desiable at vricos grade lewls. They ar
1. to ae msutable school adjustment for all pupils.
2 To devlop desirable civic and sootal attitudes in
t~sats and to provide opprtottdes for their
etha in school ituattaon
3. To oeumourge and develop worthy and intelligent
leadership and *"tell shipp"
To prWide oenpationea, l information and to halp
pupls appreciate vosetional significance and
vl~ais of school aetivitits
ing horoo i m tf ie another important fture of tie

prop s. Iealeltitm of the homeroom teah.r has bes a o atrowrsal
issue a to failumr or stenss of the hoeroom. The t eniy to disem
gate sbplelie guidalme a oMtiom to mtratned hoomroow teachere appear
to be a sio roe of truble.10
Tn a Survey condotedt by MCorkU and 0fD teachers Ire asked
whther or mnt they had anything to say about being assrgned to horrx
Itn ropanse, sew*ntrsfwmr per oeut (7Th) t tvhs tashers asked said that
they had nothing to say abaut it, ntieten per oent (19) said that tiby

n
ad a had in it and sew n per cent (71) ade rno r ply RppUas to the
qwstioQaaiw tether rnvalId that fiftywsem per sent (57%) of the
tahefm from the 268 slsoted howroo bad a limited met f special
training ofr hoaroom work.
maeh bw bnwa witten about the qualifitatim of a heroes teaeoher
Aoording to ai) sot every tehr n amoeeHat fully handle group
aotivitieo in guidance, thereforms sel9etian of teachers who haw tbe
mwlivatia, perea4l traits, eduation, and training should be mad ti
ardr to achite Ueec mes
Soa of the apparent qualifications of hoakmra tmeahers the
niser frr MWeonstal or wBa esfil tisroom pnrognamr So i t te
teacher so is the boaroom.
Smaoy t the horoo plm s hae bean Iposed upen both
teachers and puptlh, a poiy which eapliostes or destroys the -titi-
Ute at both. It i lApertat that pupil aindilduality be oosmrwd is
the h sersor. The priaotpal caass of umeroeaR diLeatisji aftia 1r in
the fast that after asrrsignmts are u* thbres failure to ftrnius
efftctiv leadership to hoer m tiawhrs,13

r hneadlap the work.
Thine d towor infration abaut pupls is important if the tomber
is to help the pupil 51 ar his problems. lisoords eonatttute ane pert of
a balaned prog for the baomro am
oChshoal15 eaedlud this about records isn hme roow or mny

uidaoae prog u
i, Thiy fo a sytaII stieo etudy of the pujpI
t. They forn a basis for sypathetio undertLP tndl
They help to eval to progrs.
TWy faro th basis for reooasidration t pljs eOae
aolg growth and states of pupils.
Aessibtlty of r rds it n iimpo ite in the hmrea m

Dtggln17 agree that adthnistntia reeks high among the fmntioms

of tie hm rem. l pract g iolfly hormeo a organization it is ea of
the fstions. I n schools h sr hoMba oom portod, are short, it is the
principal ftOatioa.

roo progre. Aeoordina to ChlOt la19 be to legally and fienlly
reepaleble for tihe oope and qmlity of the or.
In reeew t yea .mar e 3-reiular *Sudet activities has been more
ad aor se rnogatae thereforej at" ttia wast be given to t hr organta

sttiooin t h Uht of that M be their potmntiaites ftor dir"d
p pl gristh, and net all of the tim spent in abirnttratiw routines.
Ferdbro ee lat. tail in dfseorlbin a wl rganlurd howrai.
Ih this dsniptlam she lists s s sactivittes that proved semra Sul and
myr be Srwseo tl tlin other situations. The importnt oo ares

ah
6. Humans nraopbook
7, Qr*olwation of oasittee
Then a e amy w by whch the hoerono tesobr my plan tod
ae-et as ltvties fr the haomrea It apppran t"ht som ao n
bwsly a engBdl in ti o b in horoomp guMadnoe Homroa guid~ra
plr mlr fflea iit tin for this servio
BIvi@ in6 a tudy of puiidaoe in 31 P3N sylvami high schools
di#Hwed that auong 85 high school of feer than 00 pupils only
fifty per cent (50) had hoabos parted long a thirty miautes
amng 6 wshools of mor than 500 pupils sixt+y4hnr per cent (63%) ad
perids of thirty as e or Mre in lnagth. It s eanoluded that
schools with hbonesr periods le* tian thirty minutes m not doing
siqarlor halumoe wor, hbawr, the establisha nt of a long period dome
parate a ouse$ul progessr
n sOWr and MllUt2 agm tha nturm aer and length of hoe
mroom a ia win trry ifrO heol to school, but therI should be a
d&ily hoa.row period of at least thirty minutes. This tfta wauld I.
elSse peituian foar school reuti e l hioh should not exceed i i or ten
tauts daily, thu leaingr a azlesa o twenty tnutes to be dvated
to %mIha aetvtl

AlS fr i tInitmi of reoUtleiat ips StnrWag witos that it Is
desirbls faor horom group not ea to ba o periods of adequate
legth but it Is dsitu ble for the group to rtsin with *t esB hoe-
noM toater fo s wral yra. It io v bnidt thaUt udrnwtding ai
help an Invitebsa.
It has be tfnd that the meet ocman assuilmat of tarhwrs
to h-nnar Xlas .o ratinvly aort-e yr or a semsfer'-but it Is
dsireble that the ~ hTeO teaober nmain with the groap,
With regird to btuhaiqs d Il dis.srtarl ng ds ftnd ti erets
Tnri.rA p.sta ott some t~ iaiies that ~p be uid. SQms et t). as